HLTH 6110/HLTH 8110: Exploring Health Education in the 21st Century | Week 6

Sidney is a health educator responsible for devising a drug awareness and abstinence program aimed at minority youth in an urban city. Sidney’s manager has slated a budget of $5,000 for this program over a 6-month period and it is to take place at the Health Education Center where Sidney is employed. In order to design the drug awareness and abstinence program, Sidney must propose a list of required materials, an outline of proposed instructional methods, as well as a tentative personnel list for the execution of this drug awareness and abstinence program.

This week, you examine concepts related to the practice of health education. You examine and consider budgetary and personnel considerations for the implementation of health education programs. You also create job descriptions for personnel for the health education program and health issue that you selected in Week 2.

Learning Objectives

Students will:

• Analyze steps for the development of expertise and competencies as a health educator
• Identify concepts related to certifications, competencies, and roles of health educators
• Create a budget for health education programs
• Identify personnel needs for health education programs
• Create job descriptions for personnel in health education programs

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Cottrell, R. R., Girvan, J. T., Seabert, D., Spear, C., & McKenzie, J. F. (2018). Principles and foundations of health promotion and education (7th ed.). San Francisco, CA: Benjamin Cummings.

• Chapter 6, “The Health Education Specialist: Roles, Responsibilities, Certifications, and Advanced Study”

National Commission for Health Education Credentialing, Inc. (2018). Welcome. Retrieved from http://www.nchec.org/

University of Kansas. (2013b). Section 1: Developing a plan for assessing local needs and resources. Retrieved from http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/develop-a-plan/main

Document: Budget Worksheet (Word document)

Document: Point Mar Case Study (PDF)

Document: Personnel Worksheet (Word document)

Document: Budget Worksheet Example 1 (PDF)

Document: Budget Worksheet Example 2 (PDF)

Required Media

Laureate Education.(Producer). (2014a). Administer and manage health education programs [Video file]. Baltimore, MD: Author.

Quiz: Check Your Knowledge

Review your Learning Resources for this week that focus on health educator roles, certifications, and responsibilities to prepare for the Check Your Knowledge Quiz.

By Day 7

This is a 10-point, 20 multiple-choice question content review that will assess your mastery of this week’s Learning Resources. You can take the Quiz multiple times. The Quiz is automatically graded and your highest score submitted by Day 7 will count as your final grade.

Final Project Component 3

As a health educator, designing and developing health education programs will be an important aspect of your role. Central to the health education model and framework for your proposed health education program, you will need to also consider the budgetary and personnel requirements to ensure that your program is administered appropriately. For example, how much funding will your health education program require to be administered over a 5-month period? Would you need a research assistant or data manager to assist in the implementation of your health education program? Would it be necessary to hire other health-related personnel or staff such as a nurse, dietitian, or physical activity specialist for your program?

Questions like these in addition to others related to necessary resources, such as office supplies, office space, compensation for participants, etc.…help health educators in the design and development of their health education program. Additionally, taking the steps to plan out their program, budgetary and personnel requirements also represent important criteria when seeking grant funding through proposal development. These considerations are important in determining how successful your health education program may be.

For this Assignment, review the Point Mar Case Study and download the Budget Worksheet and the Personnel Worksheet provided in this week’s Learning Resources. Consider the budgetary and personnel needs for the administration and implementation of your health education program to address the health issue that you selected in Week 2 for the Final Project.

Note: In grading this Assignment, your Instructor uses the Final Project Components Rubric, located in the Course Information area. Review the Rubric prior to completing your Assignment.

The Assignment: (2–4 pages) HLTH 6110/HLTH 8110: Exploring Health Education in the 21st Century | Week 6

• Complete the budget worksheet for your health education program.
• Complete the personnel worksheet for your health education program. Be sure to include brief job descriptions and qualifications needed for the personnel identified. Be specific and provide examples.
  Note: Be sure to include the salary associated with these job roles and they match the salaries identified in the budget worksheet.

By Day 7

HLTH 6110/HLTH 8110: Exploring Health Education in the 21st Century | Week 6

ADDITIONAL INFORMATION;

How to design and develop drug awareness and abstinence program?

Introduction

If you’re developing a drug awareness and abstinence program, it’s important to consider the needs of your target audience. For example, if the program is intended for teens who use alcohol and drugs (rather than parents of teens), then it may be more effective if it focuses on how those substances affect brain development rather than on abstinence as an end goal. You also need to understand which theoretical approach would work best for your organization’s needs (e.g., cognitive-behavioral therapy). Once these factors are understood, creating curriculum can begin! Here’s how:

Decide on the target audience and the type of drug use.

Decide on the target audience and the type of drug use.

In designing your program, you will need to decide whether it is aimed at teenagers or adults. If you are designing a program for teenagers, make sure that it is age-appropriate and addresses issues such as peer pressure and the desire to fit in with peers. The same applies if you are designing a program for adults; however, there will be some differences between them (e.g., they may not have as much time or money).

Select a theoretical approach.

• Select a theoretical approach. Theoretical approaches are based on a set of assumptions and principles that help to explain the behavior of people in a certain situation. These can be classified as either positivist or interpretive.

• Positivist approaches: These are based on scientific research findings, which may include surveys, interviews and experiments to determine what works best for drug awareness education programs (DCE). They focus on the rational choice model where individuals are assumed to make decisions based on their own values and preferences rather than external factors such as social pressure or peer influence.

• Interpretive approaches: Interpretive theories provide an explanation for why people do things for example why someone takes drugs rather than just describing what they do when they take drugs (i.e., “they did X because Y happened”). Interpretive theories therefore require interpretation by trained professionals who know how best to communicate these ideas with potential users/takers of psychoactive substances such as alcohol or prescription medications

Conduct a needs assessment.

A needs assessment is a process that helps you understand what the problem is and how it should be solved. You can use this information to define your goals and make sure they’re attainable, but don’t worry about what other people’s goals are; focus on yours instead.

When creating a drug awareness program, try to set realistic expectations for yourself and others who will be involved in the project. If you are trying to lose weight, then don’t expect too much from yourself in terms of how much progress you’ll make each week (or even day). Instead, focus on making small changes toward achieving smaller objectives that seem reasonable at first glance but become challenging over time as your fitness level improves. If someone else has more ambitious fitness goals than themselves such as running a marathon within six months they might want some guidance from an expert when choosing how long it will take them achieve their goal(s).

Create the curriculum, including time frame and learning objectives.

It’s important to define the problem before starting on a solution. What are the goals for your audience? What do you want them to learn, and how will they be able to apply it?

It’s also important not to worry about what other people’s goals are. You can set your own personal fitness goals, but don’t let them distract from what YOU want out of this program. If there’s nothing wrong with trying something new or different (and remember: there ISN’T anything wrong with trying something new), then go ahead and do it! But if this isn’t what makes sense right now in terms of where we’re at in life/work/etc…don’t stress over it too much because eventually something else might show up that does make more sense or feel more right than whatever decision we made earlier today on our way home from work.”

Select staff/volunteers and train them.

Select staff/volunteers and train them

You should select staff/volunteers who are willing to work in the program. It is very important to select a person who can communicate well with people and has good interpersonal skills. To train these volunteers, you can use mock sessions or role playing exercises where they practice how they will talk with patients so that they become more confident about their communication skills.

Use research-based curricula and evaluation tools whenever possible.

Research-based curricula and evaluation tools are the most effective method for designing drug awareness and abstinence programs. Research-based curricula have been shown to be more effective than traditional ones in terms of program outcomes, such as reduction in drug use or improved knowledge about drugs. In addition, research-based curricula can be used as a reference point when developing new programs by identifying what works best and how it can be applied to other populations or settings (e.g., youth). The effectiveness of these programs can also be measured using evaluation tools such as questionnaires or surveys that measure attitudes towards drugs/alcohol use; this allows for quantitative analysis of results from different interventions across multiple time points (e..g., preintervention through postintervention).

Train teachers/volunteers to present the curriculum in an effective manner.

Teachers and volunteers must be given the following:

• A clear understanding of the program goals. The teacher or volunteer should know what they need to do, how they will help students learn about drugs or alcohol abuse, and why this is important.

• An understanding of how the curriculum works. This includes being able to present material in an engaging manner that keeps students interested and focused on learning as opposed to getting bored by it. It also means being able to answer questions from participants so that they can make informed decisions based on what they’ve learned throughout their experience with your organization’s program(s).

Educate parents about the program’s purpose, content, and resources.

• Educate parents about the program’s purpose, content and resources.

• Parents should be aware of their role in supporting the program.

Consider ways to modify instruction if needed.

If you are working with a specific age group, consider their learning style. For example, children who are learning English as a second language may have difficulty understanding the instructions if they are verbal instructions only. They need to see and touch the product themselves in order to understand how it works.

If you are working with a specific language or culture, consider their learning style. For example, some cultures do not show emotions on their faces when speaking about drugs so this could interfere with your program design efforts; however other cultures may prefer more visual images such as pictures or models instead of words alone because these provide greater detail than text alone would offer up front (1).

If you’re designing an abstinence program for adults who suffer from chronic pain due to accident injuries sustained during childhood development stages then consider incorporating other methods into your training process besides just teaching them how dangerous drugs actually affect brain function electronically through studies done over decades past now known as “neuroplasticity”. Neuroplastics refers specifically here towards those types of studies which involve brain imaging techniques like magnetic resonance imaging (MRI) and positron emission tomography (PET) scans; however there’s another type called “functional magnetic resonance imaging” which involves using specialized equipment like magnetometers located inside researchers’ heads while they perform tasks like reading aloud passages from books aloud while also having electrodes placed around their heads so that researchers can measure electrical activity within each individual’s brain while they’re doing these things simultaneously without causing any harm whatsoever! These types

Programs may be developed in-house or purchased from an external source

If you decide to purchase an external program, it’s important that the material be appropriate for your audience. For example, if you are developing drug awareness and abstinence programs for college students, then a more mature and sophisticated approach would be appropriate than if you were targeting youth or parents of young children.

Conclusion

In conclusion, drug awareness and abstinence programs should be designed by a team of experts with knowledge on the subject matter. This will ensure that the program is effective for its intended target audience. The selected theoretical approach should also be based on research studies as well as an understanding of the needs assessment findings.